Dialogic Communication in Collaborative Problem Solving Groups

Innes, Robert B.

doi:10.20429/ijsotl.2007.010104

Cited by 58 publications

(32 citation statements)

References 32 publications

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“…Facing a problem and trying to solve it alone may not be as effective as doing it as a team. Coordination results in more alternatives and myriad approaches to the problem (Barron, 2000;Hennessy & Murphy, 1999;Innes, 2007). Collaborative problem-solving (CPS) competency refers to the capacity of a learner to collaborate with other members of a group to solve problems in different situations.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Collaborative Problem-Solving Competencies by Using STEM-Based Learning Through the Dietary Plan Lessons

Lertcharoenrit¹

2020

JEL

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This classroom action research aims to investigate the development of collaborative problem-solving competencies using STEM-based learning through dietary plan lessons. The participants included 77 twelfth-grade students in the 2018 academic year in the science-technology program in a public school under the supervision of the Ministry of University Affairs. Two types of instruments were used in the study: 1) ten lesson plans of the biomolecules unit equivalent to eighteen lesson periods; 2) data collection instruments, including collaborative problem-solving competencies observation sheets, students’ learning reflections, and informal interview protocols. The data analysis involved frequencies, percentages, and content analysis. The results of the study revealed that the students improved all three competencies. Regarding the first competency, “Establishing and Maintaining Shared Understanding,” the students were accustomed to having a dominant member assigning the task while other members passively followed the orders. When they encountered a problem, each member individually solved it or asked the teachers for help without a group discussion. However, after the instruction, the students improved their communication skills by discussing the task processes with the other group members. Moreover, when a problem occurred, they approached it as a shared responsibility instead of as an individual’s duty. Therefore, the problem was collectively sorted out and successfully solved. In terms of the second competency, “Taking Appropriate Action to Solve the Problem,” the students had previously been assigned their roles by the group leaders without consideration of the strengths and weaknesses of each member, resulting in an unsuccessful task. After the instruction, everyone became more collaborative in considering the task at hand and discussed the role that best suited each member. When they encountered a problem, everyone collectively planned the appropriate steps toward the solution. With regard to the third competency, “Establishing and Maintaining Team Organization,” the students had not previously reflected on their performance, but after the activities, they learned to provide feedback to improve other members’ understanding and carry out the task more efficiently. A challenge that emerged in implementing the activities involved the time issue. It is important to manage time effectively and to challenge the students to collaboratively solve the problem. The instructional activities should be conducted continuously by rotating students into new groups where they can practice their teamwork skills with others. Moreover, the collaborative problem-solving activities are found to be applicable not only for a STEM-based approach but also for a project-based approach.

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Section: Introductionmentioning

confidence: 99%

Enhancing Collaborative Problem-Solving Competencies by Using STEM-Based Learning Through the Dietary Plan Lessons

Lertcharoenrit¹

2020

JEL

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“…This idea is very much similar to the aspect of constructivism in knowledge building. Innes (2007), on the other hand, performed a study examining the quality of discourse in self-managed, problem-based learning groups in Science subject in a formal higher learning setting. Learners were assigned tasks to discuss in their group and to later present the discussion.…”

Section: Previous Related Studies On Dialoguementioning

confidence: 99%

Untitled

2018

APJEE

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Education has always been fundamental in an individual's life and in a nation's survival, at large. Synonymous to the process of teaching and learning, it is always expected to meet the demands of many parties including the community, the educational institution itself and the country. As for a higher learning milieu, the teaching and learning process is enlightened with various methodologies in lesson delivery. Among all, dialogic teaching and learning is found to be an appropriate pedagogical method which offers a great deal of benefits. An educator was identified to practise such a method and it was the objective of the research to uncover the practice in a Malaysian tertiary education context. Employing a qualitative approach, the research implicated an educator and 41 learners who were directly involved in the dialogic teaching and learning. Through a classroom observation technique, significant episodes were recorded and narrated. This paper aims at presenting the observational findings, thus, suggesting a number of pedagogical implications.

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“…Innes (2007) fez um estudo em que analisou a qualidade do discurso na aprendizagem 4 . O estudo constatou uma baixa incidência de diálogo de alta qualidade, em termos de comunicação dialógica, elaboração e construção de ideias em sala de aula pelos alunos.…”

Section: Estudo Do Discurso E Das Interações Na Sala De Aulaunclassified

Discursos do professor de matemática e suas implicações na compreensão dos alunos

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Barbosa

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ResumoO objetivo deste artigo é identificar e analisar situações de interações discursivas na sala de aula de matemática que podem favorecer a compreensão do discurso do professor pelo aluno. Para analisar as situações de interações discursivas, utilizamos elementos da teoria da linguagem de Bakhtin, em especial o conceito de compreensão, e apresentamos o conceito de compreensão intermediária. Os dados utilizados em uma abordagem qualitativa foram obtidos por meio de observação, registrados em videogravação das aulas. Os resultados mostram três situações de interações discursivas que favorecem a compreensão do discurso da professora pelos alunos: 1) o discurso se refere a situações do dia-a-dia; 2) quando a professora discursa, relativizando o rigor da linguagem matemática; 3) a professora realiza discursos fazendo comparações entre objetos matemáticos.Palavras-chave: Discurso do Professor. Interações Discursivas. Compreensão dos Alunos.

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Dialogic Communication in Collaborative Problem Solving Groups

Cited by 58 publications

References 32 publications

Enhancing Collaborative Problem-Solving Competencies by Using STEM-Based Learning Through the Dietary Plan Lessons

Enhancing Collaborative Problem-Solving Competencies by Using STEM-Based Learning Through the Dietary Plan Lessons

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Discursos do professor de matemática e suas implicações na compreensão dos alunos

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